Abstract

This study presents a mixed methods investigation into the efficacy of an indicated CBT-based intervention for addressing anxiety in a sample of secondary school students within the UK.

Phase One of the study employs a quasi-experimental evaluation of a CBT-based intervention. 18 participants (7 male, 11 female, mean age: 12 years 6 months) were allocated to intervention (n=8) or wait-list comparison (n=10) conditions using a matched pairs process. The intervention comprised six sessions of a CBT-based programme, delivered by teaching assistants trained in the principles of CBT; wait-list participants attended their usual lessons. Phase One investigated the effects of intervention participation upon students’ self-reported anxiety and parent-reported perceptions of student anxiety, using the respective versions of the Spence Children’s Anxiety Scale (SCAS and SCAS-P). Results demonstrated that there were no statistically significant effects upon student-reported anxiety or parent-reported perceptions of student anxiety. Parents of participants within the wait-list condition reported increased student anxiety during the intervention phase, albeit this trend did not reach statistical significance.

Phase Two represents a qualitative exploration of participants’ perceptions of their post-intervention anxiety regulation abilities and their insight into the programme mechanisms. This phase incorporated Focus Group and Nominal Group Technique approaches, with data reviewed through Thematic Analysis. Findings suggested that participants perceived intervention attendance to have developed their knowledge and understanding of strategies which may either a) actively address the causes of their anxiety or b) enable them to manage the physiological, emotional, cognitive and behavioural implications of anxiety. Participants indicated that intervention participation had increased their understanding of the importance of seeking social support for managing anxieties.

Key methodological reflections for this two-phase design are discussed. Findings are compared to the wider literature regarding anxiety and CBT approaches in children and young people. The implications of these findings for future research and the practice of Educational Psychologists are considered.